"This Framework for Information Literacy for Higher Education (Framework) grows out of a belief that information Literacy as an educational reform movement will realize its potential only through a richer, more complex set of core ideas. During the fifteen years since the publication of the Information Literacy Competency Standards for Higher Education,1 academic librarians and their partners in higher education associations have developed Literacy outcomes, tools, and resources that some institutions have deployed to infuse information Literacy concepts and skills into their curricula. However, the rapidly changing higher education environment, along with the dynamic and often uncertain information ecosystem in which all of us work and live, require new attention to be focused on foundational ideas about that ecosystem. Students have a greater role and responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically. Teaching faculty have a greater responsibility in designing curricula and assignments that foster enhanced engagement with the core ideas about information and scholarship within their disciplines. Librarians have a greater responsibility in identifying core ideas within their own knowledge domain that can extend Literacy for students, in creating a new cohesive curriculum for information Literacy, and in collaborating more extensively with faculty."

"This is the fifth post in a series to dig deeper into the relationship between literacy and documenting literacy. HOW does documenting literacy have an effects on awareness, skills and developing habits around the so called 21st century "Now" literacies."

"The Center for Teaching and Learning (CTL) and Columbia University Libraries have released the Digital Learning Competency Calculator (DLCC) on GitHub. The DLCC is a web-based tool for representing the connection between digital Learning competencies and the teaching and Learning practices that produce them."

"Digital literacies have a life-wide impact which is not limited to either the academic or the employment domain. Developing critical and evaluation skills results in sought-after and adaptable employees. Yet digital literacy is not simply about literacy from content online this represents a deficit model of education (frequently practiced) rather than skills development."

"The same is true in the digital world. Gregory Ulmer, a theorist at the University of Florida coined the term electracy to describe this broader notion of digital literacy. At universities we are all more aware now of the growing significance of digital literacy, as we are seeing a widespread transition from print to digital and an accompanying transformation of teaching and literacy practices."

"We define digital literacies as the capabilities which fit someone for living, learning and working in a digital society. To help with thinking about this, we have outlined seven elements of digital learning for consideration, which can be seen in the following diagram."

"More recently, this view was reiterated in the 2018 Horizon Report, showing that the issue of digital literacy is an ongoing and significant issue in educator training. Reports from both JISC (2018) and Educause (2017) also highlight a lack of digital literacy as being significant issues for higher education. The JISC report, in particular, highlights the damage to student literacy that can be done when faculty lack digital competency noting that, "The report also shines a light on the digital competencies of staff, with many students reporting frustration when lecturers struggle to use digital systems correctly, saying it wastes time and restricts access to digital resources."(2018)."

"Digital literacy, by this definition, encompasses a wide range of skills, all of which are necessary to succeed in an increasingly digital world. As print mediums begin to die out, the ability to comprehend information found online becomes more and more important. Students who lack digital literacy skills may soon find themselves at just as much of a disadvantage as those who cannot read or write."

"In my remarks today I'll try to discuss some of the reasons why engagement using digital texts and tools in our classrooms is difficult. One of the main impediments to this work is the fact that the Common Core State Standards make little room for integration of new literacies. My talk will focus on the nature of information on the Internet and its implications for how teachers think about reading comprehension, critical thinking, and learning in a digital information age. In short, we need to embrace all literacies. We will explore how the Internet poses new challenges for global learners that extend beyond traditional reading comprehension skills in order to encompass these new literacies as well as the higher level thinking skills associated with them."

"At Arizona State, Michael Crow has pioneered transdisciplinary structures and algorithm-driven apps to help students hone in on a college and career path. Crow says colleges and universities are too "fixed" and "rigid" and must figure out a way to "be very broadly engaged with society." At Northeastern, Joseph Aoun is attempting to supplement the traditional "human literacy" curriculum with "technological literacy" and "data literacy," and to power this via experiential education - "the most powerful way to learn": internships, co-ops, work study. "

"For me, risk literacy is central to digital literacy. It is our ability to assess the drawbacks, dangers and limits of control in digital and digitally augmented environments. It is an acknowledgement that by using digital tools, no matter how open, if a learner is unable or not required to modify the code to create a literacy experience, as much as we'd like them to stay learners, they occupy the role of an "end user.""

"This paper captures the evolution of the Mozilla Web Literacy Map to reach and meet the growing number of diverse audiences using the web. The paper represents the thinking, research findings, and next iteration of the Web Literacy Map that embraces 21st Century Skills (21C Skills) as key to leadership development."

"No one believes that knowing the alphabet and sounding out words mean that a person possesses the deep literacy needed for college-level literacy. Yet our ideas about digital literacy are steadily becoming more impoverished, to the point that many of my current students, immersed in a "walled garden" world of apps and social media, know almost nothing about the web or the Internet. "

"(most) individuals use the Internet as the primary text for reading, writing, socializing, and communicating. Think about the last time you were talking with friends and someone couldn't remember a basic fact. How long did it take for someone to pull out a cell phone and search for it online? The Internet has provided for us a common text that individuals globally can use to learn, socialize, and communicate. What does it really mean when we use the Internet in our literacy-based practices? What knowledge, skills, and dispositions do we need to build in our students?
The Internet is a literacy issue, not a tech issue"

"An adequate education in web literacy would provide a framework for understanding the internet. It's not just about literacy to type or to use a computer or smartphone, nor is it about mastering a programming language like JavaScript. It's about the gulf in between. Web literacy requires understanding the difference between a web browser, a search engine, or an app, and being able to leverage each. It's about knowing how to evaluate online content, and knowing how to differentiate between the credible and the dishonest. It's about the ability to thwart phishing attempts, to craft strong passwords, and to control how personal data is collected and used."